ÇATIŞMA, VATANDAŞLIK VB.TAKIM İLİŞKİSİ

7/30/2019 ATIMA, VATANDALIK VB.TAKIM LKS

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Managing Conflict in School Teams:

The Impact of Task and Goal

Interdependence on Conflict Managementand Team Effectiveness

Anit Somech


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Ama

the purpose of the study was to examine howconflict management in school teamsmediates the relationship between design

variables and team effectiveness


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Hipotezler

Hypothesis 1a: A teams integrating style of

conflict management will be positively

associated with team performance.

Hypothesis 1b: A teams dominating style of

conflict management will be negatively

associated with team performance


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Hipotezler

Hypothesis 2a: There will be a positive relationshipbetween the incongruentlow-high or high-lowcombinations of task and goal interdependence andteam conflict management of dominating, and a

negative relationship with team conflict managementof integrating. Hypothesis 2b: There will be a positive relationship

between the congruent low lowor high-highcombinations of task and goal interdependence and

team conflict management of integrating, and anegative relationship with team conflict managementof dominating.


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Hipotezler

Hypothesis 3: A teams conflict-management

style will mediate the interactive effect of taskinterdependence and goal interdependence

on team performance.


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rneklem

149 teams from 149 schools made up the sample

Of the teams, 26% were math teams, 23% scienceteams, 27% literature teams, and 24% were

language teams.

The mean number of students per school was215.2.16 (SD = 115.76), and the mean number of

teachers was 29.92 (SD = 15.94). The number ofteam members ranged from 3 to 8, with a meanof 4.40 (SD = 1.6).


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rneklem

The sample included 149 team coordinators .All the coordinatorswere women, with a mean age of 41.33 (SD = 9.31). Their meanseniority at the school was 12.11 years (SD = 9.77), and in teaching,17.31 years (SD = 6.98). Coordinators mean education was 16.74years (SD = 3.01); 15.5% of them held a professional certificate from

a teaching college, 73.0% held bachelors degrees, and the othersheld masters degrees. The team coordinators devoted an averageof 20.32 (SD = 5.75) houra week to classroom teaching.

The research encompassed 923 teachers, all women. Their meanage was 36.81 (SD = 6.27). Mean seniority of team members at theschool was 10.31 years (SD = 9.01). Mean education was 15.30

years (SD = 4.22); 25% held a professional certificate from ateaching college, 69% held bachelors degrees, and the others heldmasters degrees.


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lekler

Task interdependence. Task interdependence is definedas the extent to which an individual team memberneeds information, materials, and support from otherteam members to be able to carry out his or her job

(Van der Vegt et al., 2003), and was measured on afive-item scale developed by Van der Vegt et al. (2003;e.g., I have to work closely with my team members todo my work properly, Members of my team dependon each other for information or materials needed to

perform their tasks). The respondents rated eachstatement on a 5-point Likert-type scale (1 = stronglydisagree to 5 = strongly agree). Internal consistencyreliability forthe task interdependence scale was .81.


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Goal interdependence. Goal interdependence is definedas the degree to which group members believe thatthey are assigned group goals or receive groupfeedback (Saavedra et al., 1993) and was measured by

a six-item scale developed by Van der Vegt et al. (2003;e.g., We have number ofexplicitly goals we have toachieve as a team, We receive regular feedbackabout our team functioning). Respondents rated each

statement on a 5-point Likert-type scale (1 = stronglydisagree to 5 = strongly agree). Internal consistencyreliability for the task interdependence scale was .80.


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Conflict Management Patterns. M. A. Rahims (1983) organizational conflictinventory form C (ROCI-II), worded for the team level, was used to assess thetypical interaction pattern a team enacts when its members deal with oppositionsand disagreements. The ROCI-II was originally designed to measure five orthogonaldimensions of conflict management patterns, but for the purpose of the presentstudy I focused on two subscales: Integrating and Dominating. The Integratingscale (seven items) assesses the extent to which team members actively press for

collaboration among parties to reach a solution that satisfies the concerns of all(e.g., Teammembers collaborate to come up with decisions acceptable to us,Team members try to bring all our concerns out in the open so that the issues canbe resolved in the best possible way). The Dominating scale (five items) assessesthe extent to which team members take a win-lose orientation and use coercivebehaviors to get others to conform to ones own position (e.g.,Team membersare generally firm in pursuing their side of the issue,Team members use their

influence to get their ideas accepted). Respondents rated each statement on a 5-point Likert-type scale (1 = strongly disagree to 5 = strongly agree). Internalconsistency reliability was .84 for the Integrating scale and .89 for the Dominatingscale


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Team effectiveness. As with other work team research(Alper et al., 2000; Cohen & Ledford, 1994; Somech,2006), obtaining objective work outcome measuresproved impossible despite the willingness of the school

to provide them. Schools did not collect team-levelperformance data. Therefore, I adapted an 18-itemteam effectiveness scale (RATE) developed by Tjosvold,Leung, and Johnson (2000; e.g., Team members meetor exceed their performance requirements, Team

members adequately completes assigned duties).Team coordinators rated each statement on a 5-pointLikert-type scale (1 = strongly disagree to 5 = stronglyagree). Internal consistencyreliability was .83.


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Sonular

Hierarchical regression analyses demonstrate, as expected, apositive relation between conflict management of integrating andteam performance and a negative relation between dominating andteam performance. In addition, there are positive relations betweenthe congruent low-low or high-high combinations of task and goal

interdependence and integrating and positive relations between theincongruent low-high or high-low combinations of task and goalinterdependence and team conflict management of dominating.Moreover, results indicate that the highest level of integrating isunder the condition of high task interdependence and high goalinterdependence, whereas the highest level of dominating is under

the condition of high task interdependence and low goalinterdependence. Finally, a teams conflictmanagement waspartially mediated by the combination of task and goalinterdependence and team performance.


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neriler

the findings of this study might encourage administrators torecognize that conflict that is handled effectively might be anecessary antecedent to teamwork and team effectiveness.

To maximize the benefits of conflict, teams should findways of legitimate critique and controversy within theteam. Teams can be trained to directly express their ideas,positions, and feelings, coupled with learning how to listen,to react, and to integrate different points of views. Certainspecific administrative tools and roles can help maintain aconstructive level of controversy.

All these strategies may help teams to recognize thatseeking to resolve the conflict for mutual benefit is a meansto promote team effectiveness.

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ÇATIŞMA, VATANDAŞLIK VB.TAKIM İLİŞKİSİ